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JC 8999 






Bureau of Mines Information Circular/1985 



Video-Supplemented Task Training 
at the United States Steel Corp. 
Minntac Mine, Mt. Iron, MN 

By D. T. Couillard, B. C. Nelson, and R. R. Tomassoni 




UNITED STATES DEPARTMENT OF THE INTERIOR 



,751 

^tlNES 75TH A^^ 



Information Circular 8999 

•I 



Video-Supplemented Task Training 
at the United States Steel Corp. 
Minntac Mine, Mt. Iron, MN 

By D. T. Couillard, B. C. Nelson, and R. R. TomassonI 



UNITED STATES DEPARTMENT OF THE INTERIOR 
Donald Paul Model, Secretary 

BUREAU OF MINES 
Robert C. Norton, Director 



(\0- 







Library of Congress Cataloging in Publication Data: 



•4 



Couillard, D. T. (David T.) 

video-supplemented task training at the United States Steel Corp. 
Minntac Mine, Mt. Iron, MN. 

(Information circular / United States Department of the Interior, 
Bureau of Mines ; 8999) 

Supt. of Docs, no.: I 28.27:8999. 

1. Iron mines and mining— Minnesota— Mountain Iron Region— Safety 
measures. 2. Mine safety— Study teaching— Audio- vi sual aids- !• Nel- 
son, B. C. (Bruce C). II. Tomassoni, R. R. (Robert R.). III. Title. 
IV. Series: Information circular (United States. Bureau of Mines) ; 8999. 



TN2 9 5.U4 



622s [622'. 8] 



84-600144 



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CONTENTS 



Page 
Abstract 1 



^^ Introduction ^ 2 

i^\ Convincing top management 3 



Selecting and purchasing equipment 3 

Production steps 5 

Impact of video technology on training program 6 

Additional video training applications 9 

Summary 9 

ILLUSTRATIONS 

1. Safe job procedures (SJP) for use of bumping rail 2 

2. Page from script of video SJP on proper use of bumping rail 5 

3 . Shooting video SJP on proper track tool use 6 

4. Shooting preoperatlon checks of power shovel dipper on ore shovel 7 

5. Recording final tape from raw footage 8 

6. Adding graphics to final tape 8 

TABLE 

1 . Equipment purchased for video-supplemented task training program 4 



UNIT OF MEASURE ABBREVIATIONS USED IN THIS 


REPORT 


h hour s 


second 


in inch V 


volt 


min minute yr 


year 



VIDEO-SUPPLEMENTED TASK TRAINING AT THE UNITED STATES STEEL CORP. 

MINNTAC MINE, MT„ IRON, MN 

By D. T, Couillard,' B. C. Nelson, ^and R. R„ Tomassoni'^ 



ABSTRACT 

Video technology is becoming an important tool for many designers of 
industrial training programs. This report describes how trainers at the 
Minntac Mine, Mt, Iron, MN, have developed videocassettes of safe job 
procedures (SJP's) for training miners assigned to perform unfamiliar 
work tasks. All steps necessary for videocassette production, from idea 
to finished product, as well as the required equipment and prices, are 
listed and/or briefly explained. Minntac officials believe that the 
SJP videocassettes have contributed significantly to a reduction in mine 
accidents. 



1 
Mining safety training specialist, Twin Cities Research Center, Bureau of Mines, 

Minneapolis, MN (now training specialist with Mine Safety and Health Administration, 

Duluth, MN). 

^Mining engineer. Twin Cities Research Center, Bureau of Mines, Minneapolis, MN. 

^Safety training supervisor. United States Steel Corp., Minnesota Ore Operations, 
Mt. Iron, MN. 



INTRODUCTION 



Task training is not a new idea at the 
United States Steel Corp. (U.S.S.). A 
companywide SJP program was initiated 
during Judge Gary's tenure as Chairman of 
the Board in the early 1900' s. Over the 
years, the SJP has become the U.S.S. 
supervisor's standard reference for in- 
structing employees on the job. 

Three basic methods are used to develop 
SJP's: 

1. A Job Safety Analysis (JSA) confer- 
ence is held between the supervisor and 
employees experienced at performing the 
job. This is the preferred method be- 
cause it involves everyone with and in- 
terest in the job and promotes employee 
commitment to the finished SJP. 

2. The supervisor observes employees 
performing the job and writes the SJP 
based on what he observes. 



3. The supervisor writes the SJP 
based on personal knowledge and past 
experience. 

At U.S.S. 's Minnesota Ore Operations 
(Minntac pit, plant, and shops) in Mt. 
Iron, MN, approximately 10,000 SJP's have 
been developed for all major jobs. An 
example of an SJP is show in figure 1. 
SJP's are filed in each department by oc- 
cupation code and they are periodically 
reviewed and updated to reflect changes 
in equipment and/or technology. The 
supervisors use SJP's as their principal 
resource for training employees who are 
assigned new tasks. Company policy 
requires supervisors to review a mini- 
mum of four SJP's per month per each 
employee supervised and to conduct 15 
to 20 brief safety contacts per employee 
per month as well. Records are kept 
of all SJP-related training to ensure 
accountability , 



Date issued: Feb. 16, 1979 
Job: Use of bumping rail 



Code No. 61 1-4-1 
Department: Mining 



OPERATIONS 
(Steps) 



PROTECTIVE 
APPAREL 



PROCEDURES 



HAZARDS 
(Safety contacts) 



I. Make visual 
inspection of 
area. 



2. Bump rai I. 



3. Move bumper 
ahead. 



Hard hot. 

Safety glasses and 
side shields. 

Recommend 
metatarsal 
safety shoes. 



I. Make visual inspection of 
immediate area and check condition 
of bumper handles. 



I. (a) Be aware of mobile 
equipment in area. 

(b) Remove slipping and 
tripping hazards if 
possible, including tools 
in area. 



2. (a) With four crewmembers 
handling bumper, face section to 
be bumped, and pick up bumper by 
handles. 

(b) On verbal signal from one 
crewmember, swing bumper back and 
then forward to strike light test 
blow on ra i I. 

(c) Continue striking rail with 
smooth, even, coordinated effort 
until stop signal is given from people 
at opposite end of section. 

3. (a) On verbal signal from one 
crewmember, lower bumper to ground. 

(b) All crewmembers face opposite 
direction, raise and carry bumper 8 
ft beyond length of next section 



2. Avoid striking 
extremely hard blows 
or lunging at the ra i I, 



FIGURE 1. - Safe job procedure (SJP) for use of bumping rail. 



The quality of SJP training at Minntac 
has largely been dependent upon the in- 
terpersonal and communication skills of 
the supervisors conducting the training. 
With a host of other duties to perform, 
many supervisors have tended to approach 
training mechanically, looking upon it as 
just another chore to finish as quickly 
as possible. Unfortunately, failure to 
follow established SJP's has been the di- 
rect cause of many accidents at Minntac, 
particularly in the pit. The possibility 
that this failure may have been related 
to inadequate SJP instruction has been a 
concern to Minntac officials responsible 
for developing new training programs and 
materials. 



The program developers have sought to 
improve instructional quality by produc- 
ing videocassettes of SJP's and making 
them accessible to the supervisors. 
Since the average age of the Minntac work 
force is under 30, most of the employes 
have grown up with television and have 
been "conditioned" to pay attention to 
it. Theoretically, seeing themselves at 
work on TV should make the employees even 
more attentive and receptive to the mes- 
sage being conveyed. To date, over 20 
video SJP's have been completed. While 
efforts thus far have been concentrated 
primarily on pit jobs, videocassette pro- 
duction is foreseen for critical jobs in 
the plant and shop as well. 



CONVINCING TOP MANAGEMENT 



The idea to produce video SJP's origi- 
nated from two supervisors who were in- 
volved with designing and conducting 
safety training programs for pit 
employees. Rising numbers of accidents 
in the mine had convinced them that tra- 
dional SJP training methods were not pro- 
ducing the desired results. Most of 
these accidents had been caused by human 
error: e.g., strains, sprains, hand in- 
juries, slips, trips, and falls among 
members of the track gangs; and many of 
them probably would not have happened if 
the victims had been following establish- 
ed SJP's. The two supervisors believed 
that Minntac 's TV-generation miners would 
be more likely to remember SJP's after 
seeing them performed on videocassettes. 
The employees would then apply this 
knowledge on the job by following correct 
procedures and hopefully experience fewer 
accidents. 

While the idea seemed promising, it was 
also expensive. Top management was not 
likely to approve the purchase of video 
equipment without first being convinced 
that the benefits would justify the 
costs. The two training supervisors de- 
cided that the best way to sell the idea 



was to produce a demonstration videocas- 
sette for presentation to key department 
heads. One of the supervisors, who had 
some previous experience and training in 
video technology, arranged to borrow 
equipment from a cooperative vendor in 
Duluth. 

The resulting pilot production, titled 
"Safety Attitudes," began with a scene of 
a foreman unenthusiastically conducting a 
safety meeting to a group of obviously 
bored employees. It went on to show the 
foreman meeting with the same employees 
again, but this time he showed them a 
videocassette of a relevant SJP. Thus, 
the production was actually a "tape with- 
in a tape," attempting to show how 
foremen could use video SJP's to im- 
prove instruction, attitudes, and work 
performance, 

"Safety Attitudes" was presented to all 
of the department heads at one meeting 
and was well received. As a result, the 
two training supervisors won management 
approval to purchase the required equip- 
ment. About 1 year passed from the time 
the two supervisors first thought of 
their idea to its final approval. 



SELECTING AND PURCHASING EQUIPMENT 



Despite the fact that permission to 
purchase equipment has been granted, 



funds were limited. The program develop- 
ers were therefore faced with the 



problem of obtaining the minimum amount 
of equipment they would need to achieve 
an acceptable production quality at the 
lowest possible cost. 

Because equipment prices, capabilities, 
and availability are constantly changing, 
selections were made primarily on the 
recommendations of the Duluth vendor. 
Table 1 lists the equipment purchased 
early in 1981 for the video-supplemented 
task training program. Costs are, of 
course, subject to change. 

With the equipment listed in table 1, 
the Minntac training supervisors have 



developed a no-frills, but serviceable 
video production capability. To improve 
production quality and efficiency, they 
would like to purchase an editing machine 
and a two-channel audio recorder. The 
editing machine would simplify the re- 
cording process and speed up production; 
and two-channel audio would promote 
greater realism, by allowing both back- 
ground sounds and voice-overs to be re- 
corded on the same videocassette. Cost 
constraints have thus far prevented these 
improvements. An editing machine alone 
is currently priced at approximately 
$12,000. 



TABLE 1 - Equipment purchased for video-supplemented 
training program 

Recording equipment Cost 

Videocassette recorder; for 1/2-in cassettes; ac, dc, 

or battery operated; portable $1,060 

Camera, color, portable (equipped with side viewfinder, 
which allows camera to be rested on operator's shoulder 

for steadier picture) 933 

Tripod for camera 134 

Microphones : 

Unidirectional type, with desk stand, freestand, and 

boom 57 

Tie-clip type 40 

Video monitor (for field use), color, ac or dc, portable, 

7 in 425 

Miscellaneous extra batteries, cables, and adapters^ 200 

Videocassettes, 1/2 in: 

30 min 14 ea 

60 min 16 ea 



Classroom equipment 

Videocassette player (playback unit only — no recording 
capability; note cost compared to that of video- 
cassette recorder) 760 

Video monitor: 2 

19 in 550 

25 in 650 

TV stand (must be high enough for good visibility and 
equipped with two shelve s, for monitor and player) 110 

^It is advisable to purchase adapters for the various voltages 
available in the mine: 12, 24, 110, 110, and/or 440 V. 

^Size needed depends on class size and visibility. Monitors are 
not equipped with channel selectors and are therefore less attractive 
to thieves than regular TV sets. 



PRODUCTION STEPS 



The production process for SJP video- 
cassettes at U.S.S. is outlined below. 

1. Select an SJP for videocassette de- 
velopment. Inputs from various super- 
visors, training personnel, safety engi- 
neers , and individual miners help the 
program developers to define problem 
areas and rank them according to prior- 
ity. The departmental files of written 
SJP's provide further guidance. Another 
mitigating factor is technical feasibil- 
ity; e.g., higher light levels in the pit 
permit better production quality than is 
possible in most plant areas. 

2. Conduct a needs analysis. This step 
involves going to the work site and ob- 
serving people performing the job, and 
questioning both the supervisors and em- 
ployees about specific problems and de- 
sires. This process results in a clearer 
understanding of what the job is really 
like, what the training requirements are, 
and what might be done to anticipate and 
solve potential technical problems before 
beginning production. 

3. Review the SJP. If the written 
procedure has become outdated or if none 
exists, the program developers will 
assist the foreman in writing a new SJP. 

4. Develop a script . A worksheet is 
used to sketch scenes, write narration, 
and estimate the time required for both 
video and audio segments (fig. 2). 
Scripts usually take 2 to 3 h to 
complete. 

5. Arrange a shooting date, time, and 
place with the appropriate supervisor. 
Advanced planning is essential to ensure 
that videotaping time is used 
productively. 

6. Shoot the raw footage (figs. 3-4). 
Typically, 2-1/2 h of raw footage will be 
shot to produce a 17-min videocassette 

7. Record the final tape. At the 
"studio," the raw tape is played on the 
playback unit and reviewed. The video 



recorder is then used to record the de- 
sired parts of raw footage onto a final 
tape (fig. 5). Graphics are also added 
at this point (fig. 6). Title slides, 
charts, and other art works are prepared 
either during the scriptwriting stage or 
at the time of final editing. At 
Minntac, graphics are created by "local 
talent": A training supervisor might ask 
a group of employees , "Do you know anyone 
here who can draw?", and quite often 
someone can. Recognizing employee tal- 
ents as an important human resource, 
Minntac records such information on its 
computer along with other personnel data. 
The finishing touch to the video SJP is 
the recording of additional audio, which 
is basically the narration and sometimes 
music. 



VIDEO 



II s 



c^ A^ 



17 s 




Four employees 
picking up rail 



13 s 




Test bumping 



14 s 




(siow-motion speed for 8 S; 
resume regular speed^ 



AUDIO 



When using the bumper, check out the tool. 
Check the hondles for tightness and general 
condition. Check rail for cracks, chips, and 
mushrooming on the face. 



When lifting the bumping rail, all four members 
should face the bumper and pick up the handles 
on a verbol commond from one crewmember. 
The bumper rail should be picked up 
together using the proper lifting procedure. 

Coordination of all 
crew members is g 
must on this job 



The two crewmembers with the best aim should 
be on the front. Again one crew member should 
give a verbal signal to coordinate the swinging 
of the rail. Two light test blows should be given 
to ensure coordination. 



As you can see in slow motion, smooth, even 
coordinated strokes should be used. Avoid striking 
extremely hard blows or lunging at the rot I. 
Continue to strike the rail until the stop 
signal is given. 



FIGURE 2. - Page from script of video SJP on 
proper use of bumping rail. 




^■^ 



FIGURE 3. = Shooting video SJP on proper track tool use. 
IMPACT OF VIDEO TECHNOLOGY ON TRAINING PROGRAM 



Video SJP's have become extremely popu- 
lar with both employees and supervisors 
since their introduction in July of 1981. 
As expected, attentiveness at training 
sessions has improved. The hypothesis 
that employees would respond favorably in 
seeing themselves on TV has proven to be 
a correct one. Encouraged by positive 
employee feedback, many supervisors have 
actually begun to enjoy conducting 
meetings . 

The biggest problem now faced by the 
program developers is to satisfy the de- 
mand for video SJP's. With only two peo- 
ple available for video production, ful- 
filling the requests for foremen from the 
pit, plant, and shops is a slow process. 
An editing machine would help to speed up 
this process, but as already mentioned, 
editing machines are expensive. Before 
approving such a large purchase, manage- 
ment would once again have to be convinc- 
ed that the potential benefits would jus- 
tify the cost. 

Even with the present production meth- 
ods, a number of significant benefits 
have already been achieved. For example, 
there have been several indications that 
TV training has helped to improve reten- 
tion of the information presented. After 
seeing a videocassette explaining the 



proper use of five types of respirators, 
shop employees began to ask for this 
"new" protection, even though each res- 
pirator shown had been available to them 
for a number of years. Many supervisors 
responded to the same tape by enforcing 
respirator use more conscientiously than 
they had before. 

Another benefit has been a substantial 
reduction in accidents, which result in 
both lost time and diminished work capac- 
ity among pit employees. Pit supervisors 
are convinced that video-supplemented SJP 
training has been the most important fac- 
tor contributing to this reduction. 

Pit supervisors also believe that min- 
ers have become more productive as a re- 
sult of the video training. For example, 
even though recent personnel cutbacks 
have caused a number of people lacking 
pit experience to "bump" into pit jobs, 
pit accidents have continued to decline. 
Fewer accidents have led to less downtime 
and equipment damage and lower mainte- 
nance costs. Certainly untypical for in- 
experienced employees, these results have 
been directly related to the video- 
assisted SJP training the transferees re- 
ceived when they began working in the 
pit. 




FIGURE 4. - Shooting preoperation checks of power shovel clipper on ore shovel. 




FIGURE 5. - Recording final tape from raw footage. 




FIGURE 6. - Adding graphics to final tape. 



ADDITIONAL VIDEO TRAINING APPLICATIONS 



The Minntac program developers have be- 
gun to apply video technology in areas 
other than task training. Following are 
three examples: 

1. A videocassette explaining standard 
company blasting procedures has been 
shown to community groups to improve pub- 
lic relations; it has also been shown to 
employees not directly involved with 
blasting during new miner and annual re- 
fresher classes. 



2. Videocassettes of accident scenes 
have been produced to provide objective 
records of accidents. They are later 
shown to supervisors to improve accident- 
investigation skills and to employees to 
promote accident prevention. 

3. Supervisors have had the opportun- 
ity to critique their own instructional 
skills by seeing videocassettes of them- 
selves conducting minicourses and safety 
meetings during company-sponsored "Train 
the Trainer" and supervision courses. 



SUMMARY 



The Minntac experience has demonstrated 
that video technology can be used to 
dramatically improve the effectiveness of 
task training at a reasonable cost. In- 
creased attentiveness and enthusiasm from 



both trainees and trainers, better reten- 
tion of information, and fewer accidents 
have all occurred since the introduction 
of video SJP's. 



irV.S. GPO: 1985-505-019/20,007 



INT.-BU.OF MINES,PGH.,P A. 27822 



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